English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(6.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) infer the implicit theme of How do theme and
What is the theme of this story?
drawing conclusions
MISD Best
Holt Lit: TX30
a work of fiction,
genre influence the
How is the theme of this story
folklore
Practices
Book-Inf – When Birds
distinguishing theme from the students’
different than the topic?
genre
Could Talk and Bats
topic (CRS: Reading C2)
understanding of text?
inference
Historical fiction
Could Sing Book-F –
What
was
the
function
of
__
in
this
setting
picture
books
Squids Will Be Squid
(B) analyze the function of
How does setting
myth?
author’s
style
Book-Inf – Aesop, Just
stylistic elements (e.g., magic
affect the theme in
How
did
the
author
use
__
in
this
tone
Time
magazine:
in Rhyme:
helper, rule of three) in
comparing across
story?
mood
http://www.time.co
Book F Ackamarackus:
traditional and classical
texts?
character traits
m/time/.
Julius Lester’s
literature from various
Theme
protagonist
Sumptuously Silly
cultures; (CRS: Reading A1)
Moral
In comparing __ and __, what was the antagonist
Theme and Genre
Fantastically Funny
(C) compare and contrast the Implicit Theme
difference in the cultural settings?
plot
Resources
Fable
historical and cultural settings Theme vs. Topic
How were the historical settings
conflict
Aesop’s Fables: A
of two literary works. (CRS):
different in __ and __?
internal conflict
Classic Illustrated Edition
Reading A.1)
Language and Style
What do the historical settings in ___
external conflict
Fables- Original fables
Magic Helper
and __ have in common?
flashback
Apollo and Daphne:
Rule of Three
foreshadowing
Masterpieces of Greek
Hyperbole
compare/contrast
MythologyGreek Gods and
GoddessesFavorite Greek Myth
King Midas: A Golden
Tale
Atlanta’s Race: A Greek
MythPandora(6.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of
drama and provide evidence from text to support their understanding.
Students are expected to
Evaluate how the
In comparing the play and movie of
Audience
View film clip and
Drama lessons:
explain the similarities and
elements of drama
this story, how is the setting different
Cast
similar literature
http://www.proteach
differences in the setting,
affect meaning as
in the two versions?
Characters
piece for
er.com/080010.shtml.
characters, and plot of a play
related to the film.
In comparing the play and movie of
Comedy
comparison
Holt pg. TX31
and those in a film based
-Action plot
this story, how is the character __
Dialogue
Holt pgs. 166-169
upon the same story line.
-Climactic structure
portrayed differently in the two
Dramatic adaptations Drama Resources
Holt pgs. 534-551
(CRS): (Reading A.8)
-Characters
versions?
Scenery
compare/contrast
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
-Protagonist
What important difference between
Scripts
with
-Antagonist
the dramatic and film versions of this
Set directions
“Phantom Tollbooth”
-Setting
story changes the plot in the movie
Stagecraft
movie clips
-Dialogue
version?
Holt Unit 5
(6.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding. Students are expected to:
(A) Summarize the elements
Evaluate how plot,
What are the three most important
analogy
Story Map/Plot
MISD Novel List
of plot development (e.g.,
use of dialect and
paragraphs in this fiction selection?
antagonist
Chart
Holt Literature pg.
rising action, turning point,
literary elements affect Which of these is the best summary of characterization
5, Units 1
climax, falling action,
meaning.
this selection?
climax
Question Stems
“Boar Out There” p32
denouement) in various
Theme
Why are paragraphs __ and __
conflict
“The School Play”
works of fiction;
-Implicit theme
important?
denouement
Fiction Resources
p.34
-Theme vs. topic
Summarize the plot of this selection.
dialect
“All Summer in a
(B) recognize dialect and
-Universal
theme
The
dialect
of
__helps
the
reader
to
drawing
conclusions
ELPS
1H,
4G,
5K
Day” p.66
conversational voice and
Author’s
Style
describe
him/her
asexposition
“Eleven” p. 198
explain how authors use
Character
In
what
way
does
the
author
help
the
falling
action
“Ghost of the
dialect to convey character
-Motivation
reader
to
understand
the
character
__?
flashback
Lagoon” p.206
(CRS): (Reading A.7)
-Relationships
The reader can understand the
foreshadow
“Jeremiah’s Song” p.
(C) describe different forms
-Change
motivations of __ by __
hyperbole
220
of point-of-view, including
-Dynamic
The dialect of __helps the reader to
imagery
-Book-F – The Pain
first- and third-person.
-Static
describe him/her asmetaphor
and the Great One-Round
In what way does the author help the
mood
point of view
-Flat
reader to understand the character __? novel
-Book-F – Kira-KiraMake Connections
The reader can understand the
paraphrase
setting
-Between and across
motivations of __ by __
personification
-Book-Inf – Christmas:
texts
How does the way the character
plot
Why We Celebrate It the
-Using other media
expresses his/her feelings help the
point of view
Way We Do- point of
Plot
reader understand the character?
protagonist
view
-Sequence
Describe the point of view of __ in
rising action
-Book-Inf – Religion
-Linear
this story.
setting
Around the World-Conflict (Internal and Why is the point of view of __
simile
child’s point of view
External)
important in this story?
style
-Nonlinear Plot
Describe the difference between the
symbolism
Setting
points of view of __ and __ in this
theme
-Effect on plot
story.
tone
Point of View
turning point
-1st person
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
-3rd person (Limited
and Omniscient)
Purpose – for reading
Questions
Literal
Interpretive
Evaluative
Universal
(6.16) Writing. Students write about their own experiences.
Students are expected to write How do actions
Rubric based on SE’s
transition words (e.g. Journaling
Texas Write Source
a personal narrative that has a determine
first, next, then,
Diaries
6 Traits
clearly defined focus and
consequences?
however, also)
Brainstorm
Empowering Writers
communicates the importance
Mapping
of or reasons for actions
-Author’s purpose
and/or consequences.
-“I do, We do, You
(CRS): (Writing A.1)
do” model
(6.17) Writing/Expository Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences
for specific purposes. Students are expected to:
(B) write informal letters that How can you write a
Rubric based on SE’s
Letter Writing
Texas Write Source
convey ideas, include
friendly letter to
-Friendly Letter
pg. 218, 288-289
important information,
convey ideas, include
http://www.letterwritingguide.com/sa
Holt pg. R43
demonstrate a sense of
important
mplefriendlyletter.htm
ELPS 1G, 5B, 5F,
Empowering Writers:
closure, and use appropriate
information, and
5G
http://empoweringwr
conventions (e.g., date
demonstrate a sense
iters.com/teachersunderstanding
of closure?
corner/
(6.19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the
How does active voice Assess with writing, revising, and
active voice
Interactive
Texas Write Source
function of the following
invigorate writing?
editing
passive voice
notebook
pg. 326, 528, 760
parts of speech in the context
of reading, writing, and
Sentence writing in
ELPS 5E, 5F
Holt pg. 875, R55,
speaking:
context of writing
R56, R63, R64, R65,
(i) verbs (irregular verbs and
process
R67/ Workbook
active and passive voice)
(C) use complete simple and
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
compound sentences with
correct subject-verb
agreement.
CRS: (Writing A.5)
(6.20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to:
(B) recognize and use
Assessed with writing, revising, and
Interactive
Texas Write Source
punctuation marks including:
editing
notebook
pg. 328, 564, 638.2,
(i) commas in compound
644, 648-649, 329
sentences;
ELPS 5C, 5E
(ii) proper punctuation and
Write Source Online
spacing for quotations
Grammar Snap
(C) use proper mechanics
including italics and
Holt R49-R50
underlining for titles of
books.
CRS: (Writing A.5)
(6.21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) differentiate between
If the term is used
Assess with writing, revising, and
-Student created
-Texas Write Source
commonly confused terms
incorrectly, how does
editing
visuals
pg. 694-727
(B) use spelling patterns and
the usage affect the
-Holt pg. R71, R72,
rules and print and electronic
meaning of the text?
Assess with student generated
Spelling activities:
R75
resources to determine and
How can the use of
published documents
http://www.educati
check correct spellings
spell check be
onworld.com/a_spe Commonly misspelled
(C) Know how to use the
unreliable?
Assessed contextually
cial/spelling.shtml
word list
spell-check function
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
*ONGOING TEKS*
Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as they become
self-directed, critical readers. The student is expected to:
(A) establish purposes for
reading selected texts based
upon own or others’ desired
outcome to enhance
comprehension;
(B) ask literal, interpretive,
evaluative, and universal
questions of text;
(C) monitor and adjust
comprehension (e.g. using
background knowledge;
creating sensory images;
rereading a portion aloud;
generating questions);
(D) make inferences about
text and use textual evidence
to support understanding;
(E) summarize, paraphrase,
and synthesize texts in ways
that maintain meaning and
logical order within a text and
across texts; and
(F) make connections (e.g.
thematic links, author
analysis) between and across
multiple texts of various
genres, and provide textual
evidence.
How can students
effectively use reading
skills to comprehend
text and become
independent readers?
Can students generate
higher level thinking
questions?
How does textual
evidence support
understanding of what
is read?
Student created
questions
Discuss and write
about literary elements
using text evidence
Text dependent
reading
What is the purpose for reading this?
What do I not understand?
What part should I reread?
What image is created in my mind?
Am I drawing conclusions from the
info in the article based on my
experiences or evidence in the text?
What is a conclusion the reader can
draw about __?
Which sentence in this article provides
the proof for the inference?
What information in this story tells
you that __?
An important inference that the reader
can make about __ is –
What text evidence clearly proves that
__ was planning to __?
What is this article mostly about?
Which of the following is the best
summary of this article?
Does the following summary of this
story maintain logical order?
What is a theme found in both
selections?
How are the themes in these two
selections alike/different?
How are the authors’ purposes similar
in these two selections?
background
knowledge
inference
paraphrase
sensory images
summary
synthesize
Kilgo’s Stems
News ELA
Literal: conforming
or limited to the
simplest,
nonfigurative, or
most obvious
meaning of a word
or words; avoiding
exaggeration,
metaphor, or
embellishment
Interpretive:
relating to or
marked by
interpretation;
explanatory.
Evaluative: to
examine and judge
carefully.
Universal:
knowledgeable
about or
constituting all or
many subjects;
comprehensively
broad.
MISD Novel List
Holt Unit 1-3, pg.
46-63, 468-483
-Book-Inf -- Damsels
Not in Distress: The
True Story of Women in
Medieval Times-;
Organized by
different rolls women
played; small group
activity
-Book-NF – A to Z of
Women in World
History
Book-Inf –
Grandfather’s Journey
Book-F – Resistance
Book-Inf – Swifter,
Higher, Stronger: A
Photographic History of
the Summer OlympicsInformative and
accurate history
(CRS): (A.1-A.4)
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(6.1) Reading/Fluency. Students read grade-level text with fluency and comprehension.
Students are expected to
adjust fluency when reading
aloud grade-level text based
on the reading purpose and
the nature of the text.
Do students
comprehend
information?
Group reading
Partner reading
Choral reading
SSR
Reader’s Theater
Holt pg R27
(6.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning
of grade-level academic
English words derived from
Latin, Greek, or other
linguistic roots and affixes
(B) use context (e.g., cause
and effect or compare and
contrast organizational text
structures) to determine or
clarify the meaning of
unfamiliar or multiple
meaning words;
(C) complete analogies that
describe part to whole or
whole to part
(D) explain the meaning of
foreign words and phrases
commonly used in written
English
(E) use a dictionary, a
glossary, or a thesaurus
(printed or electronic) to
determine the meanings,
syllabication,
pronunciations, alternate
word choices, and parts of
speech of words.
(CRS): (B.1, B.2, B.3)
Can students
determine word
meaning from context
clues?
In paragraph __ of this story, what
does the word __ mean?
*What is the root word for the word
in paragraph __ that means __?
Use vocabulary words
in writing
Study vocabulary in
context
Word stem study
In paragraph __, what does the word
__ mean?
What (or which) words in paragraph
__ help the reader understand what __
means?
How does the use of
analogies deepen
vocabulary
comprehension?
In this story, the word __ is in
paragraph __; this word is to __ as __
is to __.
__ is to __ as __ is to __.
Why would an author
choose to use foreign
phrase rather than the
English equivalent?
What does the expression __ as used
in paragraph __ mean?
The phrase __ used in paragraph __
means Read the dictionary entry for the word
__. Which definition represents the
meaning of the word __ as used in
paragraph __? (Dictionary entry with
four definitions is shown and students
must use context clues to determine
the meaning of the word as it is used
in the passage.)
How does the use of a
thesaurus expand
written and oral
vocabulary?
-Incorporate word
stem study
affixes
roots
Vocabulary from
current literature
study
Vocabulary Bingo
Foldables
Charades
Active word walls
Word stems
Cornell Note
http://www.infople
ase.com/ipa/A0001
619.html
http://www.dailywr
itingtips.com/6foreign-expressionsyou-should-know/
www.visuwords.co
m
Book-Inf –
“Jabberwocky” and
Other Poems – Use
context clues to
determine meaning
of nonsense words.
Book-Inf -Hailstones and
Halibut Bones—
Look up dictionary
definition for each
color; read poems
The Word Station
Holt pg. R69-R73
http://www.webengl
ishteacher.com/voca
b.html.
www.tv411.org/voca
bulary -- Prefixes Say
Plenty, Suffixes
Book-Inf – Prefixes
and Suffixes –
entertaining readaloud
Book-Inf – How
Things Work – Infer
that words, like
machines, work by
combing parts.
Book-Inf – The New
Way Things Work –
Infer that words, like
machines, work by
combing parts.
Write Source 606,
648, 511-13
Holt pgs. R72, 100,
R124
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(6.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
(A) plan a first draft by
selecting a genre appropriate
for conveying the intended
meaning to an audience,
determining appropriate
topics through a range of
strategies and developing a
thesis or controlling idea;
(B) develop drafts by
choosing an appropriate
organizational strategy and
building on ideas to create a
focused, organized, and
coherent piece of writing;
(C) revise drafts to clarify
meaning, enhance style,
include simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences or
larger units of text after
rethinking how well questions
of purpose, audience, and
genre have been addressed;
(D) edit drafts for grammar,
mechanics, and spelling; and
(E) revise final draft in
response to feedback from
peers and teacher and publish
written work for appropriate
audiences.
(CRS): (A.1, A.2, A.3, A.4)
How does revision
clarify meaning in the
final draft?
Writing check points
Teacher/student
writing conference
Mini lessons for each
stage of writing
Rubric based on SE’s
draft
edit
publish
revision
thesis
transitions
Teacher modeling
of writing, editing,
and revision
Group writing
Texas Write Source
Student writing
models:
http://www.thewrite
source.com/student
models/.
Writing rubrics:
http://www.rubricia
n.com/writing.htm.
Holt pg. R28-R34
Empowering
Writers:
http://empoweringw
riters.com/teacherscorner/
Jeff Anderson’s
Mentor Text Model
May 2017
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Fiction, Theme, Drama; Writing Letters and Personal Narrative
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: 1st Six Weeks
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(6.26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen to and interpret a
speaker's messages (both
verbal and nonverbal) and ask
questions to clarify the
speaker's purpose and
perspective; (Listening A.3)
(B) follow and give oral
instructions that include
multiple action steps;
(C) paraphrase the major
ideas and supporting evidence
in presentations.
How do
communication skills
vary between formal
and informal settings?
paraphrase
perspective
speaker’s purpose
supporting evidence
Group
collaboration
Holt pg. R76-R82
Rubrics:
http://www.teachnology.com/web_to
ols/rubrics/listening
/.
(6.27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier
standards with greater complexity.
Students give an organized
presentation with a specific
point of view, employing eye
contact, speaking rate,
volume, enunciation, natural
gestures, and conventions of
language to communicate
ideas. (Speaking A1)
Why is it necessary for
students to
communicate ideas
effectively?
Rubric based on SE’s
Enunciation
Eye contact
Gestures
Point of view
Speaking rate
Volume
-Teacher modeling
– students grade
teacher
Rubric:
http://www.rubrics4
teachers.com/langua
gearts.php.
-Holt pg. 180-181,
R78
-Write Source pg.
435-451
Team problem
solving
Group
collaboration and
decision making
Holt pg. R76-R82
(6.28) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students participate in
student-led discussions by
eliciting and considering
suggestions from other group
members and by identifying
points of agreement and
disagreement.
(CRS): (Speaking B.2)
How does
collaboration enhance
the learning
experience?
-Student centered
activities
cooperative learning
skills
May 2017